| State |
Status/Date |
Level |
Summary |
|
 GA | Signed into law 04/2012 | P-12 | Repeals Section 20-2-312, relating to a state program for middle school children during nonschool hours. Page 7 of 11: http://www.legis.ga.gov/Legislation/20112012/127649.pdf
Title: H.B. 706 - Program for Middle School Children During Nonschool Hours
Source: www.legis.ga.gov
| |
| KY | Signed into law 04/2012 | P-12 | Directs the Legislative Research Commission to establish a task force to study interscholastic athletics at the middle school level, and assess possible options for the creation of "best practice" guidelines. Identifies specific areas of investigation. Requires that the task force be appointed by August 1, 2012; identifies task force membership. Directs the task force to report its findings to the Legislative Research Commission, the Interim Joint Committee on Education, and the Interim Joint Committee on Health and Welfare by December 7, 2012, and to make recommendations to improve interscholastic athletics at the middle school level. http://www.lrc.ky.gov/record/12RS/HC155/bill.doc
Title: H.C.R. 155
Source: www.lrc.ky.gov
| |
| CO | Signed into law 03/2012 | P-12 | The bill directs districts to consider adopting procedures by which the schools use available data to identify and provide intervention services to students in grades 6 through 9 who are exhibiting behaviors that indicate the students are at increased risk of dropping out of school. Institute charter schools are also directed to consider adopting procedures to identify and provide intervention services to this population of students.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/35EE79D285DB890B87257981007E03BB?Open&file=1013_enr.pdf
Title: H.B. 1013
Source: http://www.leg.state.co.us
| |
| TN | Signed into law 03/2012 | P-12 | Provides that schools teaching courses in grades seven or eight that are also taught in any grade nine through twelve and which count toward high school graduation shall be classifed as secondary schools. http://www.capitol.tn.gov/Bills/107/Bill/HB2653.pdf
Title: H.B. 2653
Source: http://www.capitol.tn.gov
| |
| CT | Signed into law 07/2011 | P-12 | Secondary School Reform Act - Delays by two years the implementation of the secondary school reform requirements enacted in 2010 that: (1) Increase the minimum number of credits required to graduate from high school; (2) Require school districts to offer students support and alternative ways to meet the new graduation requirements; and (3) Require the State Department of Education (SDE) to develop end-of-course exams in various subjects. Eliminates a requirement that the state provide grants to help districts implement the new graduation requirements and instead requires SDE to offer technical assistance to districts wishing to start implementing them. Revises and delays by one year the start of biennial status reports on the implementation of the new graduation requirements. Establishes a task force to address implementation issues arising from enhanced high school graduation requirements.
Teacher Evaluations/Tenure - Moves up the deadline for the State Board of Education (SBE), in consultation with the Performance Evaluation Advisory Council (PEAC), to adopt guidelines for teacher evaluations to July 1, 2012 from July 1, 2013. Requires, for tenure purposes, that teachers whose employing boards enter cooperative arrangements to provide educational services retain their credited service with those boards if their employment is transferred to a committee administering the cooperative arrangement.
Student Success Plan - Requires districts to establish a student success plan for each student starting in grade 6.
School Governance Councils - Exempts boards of education with low-achieving schools that have only a single grade or that already have substantially similar school governance councils from the existing requirement to establish school councils according to the existing law. Reorganizes and clarifies the sequence and contents of required SDE reports on the implementation and effectiveness of school governance councils. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00135-R00HB-06498-PA.pdf
Title: H.B. 6498
Source: http://www.cga.ct.gov
| |
| FL | Signed into law 06/2011 | P-12 | Authorizes school districts to provide a digital curriculum for students in grades 6 through 12 (Sec. 17). Requires a district's strategic plan to include plans to implement a middle school career and professional academy (Sec. 20). Eliminates the requirement that a student choose the 18 credit accelerated graduation option no later than ninth grade (Sec. 19). Authorizes school districts to select premethods and postmethods for determining student learning gains for supplemental educational service providers (Sec. 28).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 17, 19, 20, 28
Source: http://www.myfloridahouse.gov
| |
| GA | Signed into law 05/2011 | P-12 | Amends grade configurations and other criteria that qualify schools for participation in the middle school program. Repeals provision requiring minimum 5 hours of instruction in middle schools to include, for students not performing on grade level, remedial instruction in core academic courses. Repeals provision permitting a middle school to petition the state board to permit a 4.5-hour school day.
Pages 9-11 http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192 - Middle School Program
Source: www.legis.ga.gov
| |
| FL | Signed into law 05/2011 | P-12
Postsec. | Repeals provisions relating to programs that were never implemented or are no longer funded. The programs are: Digital Divide Council and the associated Pilot Project for Discounted Computers and Internet Access for Low-Income Students; the Institute on Urban Policy and Commerce; the Community and Faith-based Organizations Initiative; the Community and Library Technology Access Partnership; the Community computer access grant program; Adult Literacy Centers; the Florida Literacy Corps; Preteacher and Teacher Education Pilot programs, the Teacher Education Pilot Programs for High-Achieving Students; the Merit Award Program; the Critical Teacher Shortage Program, which includes: the Florida Teacher Scholarship and Forgivable Loan Program, the Critical Teacher Shortage Tuition Reimbursement Program, and the Critical Teacher Shortage Student Loan Forgiveness Program.
The legislation also repeals professional service contracts for instructional staff and the requirement for students who took Algebra I in the middle grades from 2007-2008 through 2009-2010 to take the Algebra I end-of-course assessment in the 2010-2011 school year.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.docx&DocumentType=Bill&BillNumber=7087&Session=2011
Title: H.B. 7087
Source: http://www.myfloridahouse.gov
| |
| FL | Signed into law 05/2011 | P-12 | Sec. 16 - Requires, beginning with the 2011-2012 school year, each district school board, in collaboration with regional workforce boards, economic development agencies, and state-approved postsecondary institutions, to include plans to implement a career and professional academy in at least one middle school in the district as part of the strategic 5-year plan. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 16
Source: http://laws.flrules.org
| |
| ND | Signed into law 05/2011 | P-12 | Requires each district to provide students in grade 7 or 8 with an individual consultative process or a nine-week course for the purpose of discussing the results of their career interest inventory, selecting high school courses appropriate to their educational pursuits and career interests, and developing individual high school education plans. Requires each district to notify students that they are entitled to a consultative review at least once during each high school grade and to provide the consultative review when requested to do so.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
| |
| AK | Adopted 08/2010 | P-12 | Amends the Alaska Administrative Code, 4 AAC 06. 715(b), regarding Work Ready/College Ready transitional skills curriculum and benchmark assessments. Provides that in each school year that the state obtains the license to allow districts to administer the WorkKeys curriculum and assessments, a district may provide students in grade 6 and 8 with the opportunity to take, or require those students to take, the WorkKeys assessments in (1) applied mathematics; (2) reading for information; and (3) locating information.
Title: 4 AAC 06.715
Source:
| |
| WV | Signed into law 07/2010 | P-12 | Provides uniformity in alternative schools and requires a pilot program that will allow alternative schools in elementary and middle schools. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb2010%20enr.htm&yr=2010&sesstype=2X&i=2010
Title: S.B. 2010
Source: http://www.legis.state.wv.us
| |
| GA | Vetoed 06/2010 | P-12 | Revises and clarifies language relating to the organization of schools serving grades 6, 7 and/or 8. Provides that schools serving any of those grades qualify for the middle school program for students. Eliminates provision that for students not performing on grade level, the minimum 5 hours of instruction that middle schools must provide must include remedial academic instruction in English/language arts, reading, math, science or social studies as required to bring such students to grade level performance. Eliminates provision allowing middle schools to submit a waiver request to the state board to schedule a minimum of 4.5 hours of academic instruction (instead of 5), and requiring the state board to grant such a request if the school has achieved an acceptable rating for the preceding year.
Amends provisions related to the scholarship program for K-12 special needs students. Requires specific eligibility notice to be provided to parents of students with a disability each January and April via letter, e-mail and, if the school system utilizes automated telephone calls, by such automated system. Also requires the district to ensure that a student is notified at each IEP meeting. Requires the department to provide scholarship application deadline opportunities on August 1, October 1 and March 1 of each school year for a student to transfer. Requires that quarterly scholarship payments from the department be paid in equal amounts, and that if a student enrolled in the participating school after the school's start date, on or before specified dates for students entering a school during each of four specified quarters. Specifies payment procedures if a quarterly payment date is missed because a student had not been enrolled in a school at least 10 days in the prior quarter.
Bill text: http://www.legis.state.ga.us/legis/2009_10/pdf/hb907.pdf
Governor's veto message: HB 907 was originally intended to allow additional flexibility for management of middle schools, which I support. During the legislative process, however, language from another bill was added which imposes onerous requirements on the Department of Education regarding the Special Needs Voucher, most significant of which was the unqualified requirement to pay such vouchers in four equal quarterly payments. In a budget environment as challenging as this one – an environment in which public schools are being forced to operate on smaller budgets – it is not appropriate to tie administrators' hands and require them to fund vouchers fully as they seek budget flexibility elsewhere during these uncertain economic times. For these reasons, I VETO HB 907. (From http://gov.georgia.gov/00/press/detail/0,2668,78006749_160096907_160291947,00.html)
Title: H.B. 907
Source: www.legis.state.ga.us
| |
| FL | Signed into law 06/2010 | P-12 | Amends the formula for calculating school grades to include end-of-course (EOC) assessments taken by middle school students and middle school student attainment of industry certification. Provides that student performance on statewide assessments determine school grades for purposes of differentiated accountability and Opportunity Scholarship Program eligibility (Sec. 6). Requires that performance of students designated as hospital/homebound be assigned to their home school (Sec. 29).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 6, 29
Source: http://www.myfloridahouse.gov/
| |
| AZ | Signed into law 05/2010 | P-12 | AN ACT AMENDING TITLE 15, CHAPTER 4, ARTICLE 3, Arizona Revised Statutes, BY ADDING SECTION 15-447.01; amending sections 15-901 and 15-2002, Arizona Revised Statutes. Enables a common school district to offer instruction in grade nine on the condition that the common school district governing board performs the following: (1) Conducts a preliminary vote at a public meeting to consider the question of offering instruction in grade nine; (2) sends a letter expressing interest in offering instruction in grade nine to the high school district or the unified school district where a majority of the common school pupils would otherwise enroll in grade nine; (3) holds a public hearing on the issue at least 90 days after the letter of interest is sent; (4) conducts a final vote on the issue no later than January 15 of the school year that preceded the school year in which instruction in grade nine will first be offered and at least 30 days after the public hearing. Allows a common school district that offers instruction in grade nine to perform the following unless otherwise prohibited by law: (1) conduct an election to exceed the revenue control limit and use the weighted student count of pupils in grade nine as part of the calculation for the increase in the revenue control limit; (2) use the weighted student count of pupils in grade nine to determine equalization assistance for the career ladder program and optional performance incentive programs, as applicable, if the common school district currently participates in these programs; and (3) use the count of pupils in grade nine to determine equalization assistance. Prohibits the common school district offering grade nine from increasing the revenue control limit and district support level for the school district for the current year due to growth in the grade nine pupil population. Prohibits a common school district from offering instruction in grade nine in a school facility where instruction is provided to pupils in kindergarten programs and grades one through six, or any combination of kindergarten instruction or grades one through six. Expands the definition of common school district to include a political subdivision of this state offering instruction to students in grades one through nine. Prohibits the school facilities board from requiring a common school district that provides instruction to pupils in grade nine to obtain approval from the school facilities board to reconfigure its school facilities. Stipulates that a common school district that provides instruction to pupils in grade nine is not entitled to additional school facilities board monies for the education of pupils in grade nine. Chapter 220
http://www.azleg.gov/legtext/49leg/2r/bills/sb1185s.pdf
Title: S.B. 1185
Source: http://www.azleg.gov
| |
| WV | Signed into law 05/2010 | P-12 | Allows, upon application by a county board of education, the School Building Authority (SBA) to allocate and expend certain moneys for school major improvement projects for vocational programs at comprehensive middle schools. Defines "comprehensive middle school" as middle level education in grades 6-8 that provides students with engaging learning opportunities where students are provided connections between what they are learning and what they will learn in high school and beyond. Requires the SBA, when planning the construction of a middle or junior high school, to provide: (1) funding for comprehensive career technical education facilities to be located, when feasible, on the same site as the middle or junior high school under certain conditions and (2) technical assistance, upon application of a county board to construct comprehensive career technical education facilities at an existing middle or junior high school, in developing a plan for construction of the comprehensive career technical education facility. http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=SB373%20SUB1%20ENR.htm&yr=2011&sesstype=RS&i=373
Title: S.B. 373
Source: http://www.legis.state.wv.us
| |
| VA | Signed into law 02/2010 | P-12 | Repeals the requirement for economics education and financial literacy instruction in middle and high schools.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB196ER+pdf
Title: H.B. 196
Source: http://leg1.state.va.us
| |
| GA | Adopted 11/2009 | P-12 | Adds that retention of students for athletic purposes is prohibited. Repeals rule 160-5-1-.19 "Grades 6-8: Competitive Interscholastic Activities" and adds provisions related to no pass no play for middle grades students to rule 160 -5-1-.18. Requires students participating in competitive interscholastic activities to pass at least 70% of courses carrying credit toward grade promotion in the semester immediately preceding participation. Requires all students who participate in competitive interscholastic athletics or cheerleading to have an annual physical examination prior to participation. Adds eligibility provisions specific to students with disabilities and children of military families. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.18.pdf
Title: GAC 160 -5-1-.18, -.19
Source: www.doe.k12.ga.us
| |
| IL | Signed into law 08/2009 | P-12 | Relates to the authorization of students in grade 7 or 8 to enroll in a high school course. Allows a student to participate in the course where the student attends school as long as the course is taught by a certified high school teacher who teaches in a high school of the school district where the student will attend when in high school and no high school students are enrolled in the course. http://www.ilga.gov/legislation/96/HB/PDF/09600HB4038lv.pdf
Title: H.B. 4038
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 07/2009 | P-12 | Section 3301.079(A)(2). Requires the state board to adopt K-12 standards for instruction in financial literacy and entrepreneurship, which must meet the same requirements as standards in the core areas of English, math, science and social studies (i.e., the standards must specify: (1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century; (2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration; (3) The development of skill sets that promote information, media and technological literacy; and (4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility
(5) Interdisciplinary, project-based, real-world learning opportunities.)
Creates new Section 3301.0721. Directs the superintendent of public instruction to develop a model curriculum for instruction in college and career readiness and financial literacy. Provides the curriculum must focus on grades 7-12 but may include other grades. Directs the department, once the curriculum is developed, to notify all school districts, community schools and STEM schools. Authorizes all such schools to use the model curriculum.
Creates new Section 3313.6015. Directs every district board to adopt a resolution describing how the district will address college and career readiness and financial literacy in its curriculum for grades 7 or 8 and for any other grades in which the board determines that those subjects should be addressed. Directs the board to submit a copy of the resolution to the department of education.
Section 3313.603: Requires academic content standards for financial literacy and entrepreneurship to be integrated into one or more social studies classes required for high school graduation or into another course. Requires a high school that permits a student below grade 9 to take a high school-level course to award high school credit for successful completion of the course.
Pages 986 (Section 3301.079), 1016-1017 (Section 3301.0721), 1160-1167 (Section 3313.603) and 1173 (Section 3313.6015) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0721, 3301.079(A)(2) and 3313.601, 3313.603
Source: www.legislature.state.oh.us
| |
| NC | Signed into law 07/2009 | P-12 | Employee Leave for Parent Conferences:
- Requires local boards of education to work with business leaders to encourage local businesses to adopt personnel policies to permit parents to attend student conferences.
Transitioning to High School:
- Encourages local boards to implement programs (e.g., Ninth Grade Academies) that assist students in making a successful transition between the middle school and high school years.
Parental Involvement in Student Achievement and Graduation Preparation:
- Encourages local boards of education to adopt policies to promote and support parental involvement in student learning and achievement at school and at home and to encourage successful progress toward graduation.
Suspension and Expulsion
- Encourages local boards of education are encouraged to adopt policies and best practices to reduce suspension and expulsion rates and to provide alternative learning programs for continued academic progress for students who have been suspended.
- Requires local boards to include in school policy on pregnant and parenting students (already required) a provision for assistance and support to encourage pregnant and parenting students to remain enrolled in school and graduate.
http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H187v4.pdf
Title: H.B. 187
Source: http://www.ncga.state.nc.us
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| TX | Signed into law 06/2009 | P-12 | Extends the high school innovation grant initiative to middle and junior high schools. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02263F.pdf
Title: H.B. 2263
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12 | Requires the state board to adopt rules requiring students in grades 6-8 to complete at least one fine arts course.
Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, requires the state board of education to revise the essential knowledge and skills (standards) of any corresponding career and technology education curriculum.
Clarifies that a school district may not vary the curriculum for a course in the required curriculum based on whether a student is enrolled in the minimum, recognized, or advanced high school program.
Pages 24-25 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 25
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Amends action that triggers a teacher's participation in a teacher reading academy. Former provision required teacher to participate in reading academy if teacher provided instruction in reading, math, science or social studies to students in any grades 6-8 and campus was considered "academically unacceptable." New provision deletes "academically unacceptable" and requires participation in reading academy if campus failed to satisfy any standard under Section 39.054(d).
New 39.054(d) standards: Page 80 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Section 24: Page 24 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 24
Source: www.legis.state.tx.us
| |
| NV | Signed into law 05/2009 | P-12 | Requires the development of an academic plan for pupils enrolling in their initial year at a middle school or junior high school; requires small learning communities in certain larger middle schools and junior high schools; requires a program of peer and adult mentoring for pupils initially enrolling in middle school or junior high school; requires a pupil enrolled in middle school or junior high school to conduct at least one conference on his or her educational progress. Chapter 311 http://www.leg.state.nv.us/75th2009/bills/AB/AB487_en.pdf
Title: A.B. 487
Source: http://www.leg.state.nv.us
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| WA | Signed into law 04/2009 | P-12 | Provides for career and technical education opportunities for middle school students; provides that a middle school that receives approval from the office of the superintendent of public instruction to provide a career and technical program in science, technology, engineering, or mathematics directly to students shall receive funding at the same rate as a high school operating a similar program. Chapter 212
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5676-S2.PL.pdf
Title: S.B. 5676
Source: http://apps.leg.wa.gov
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| IL | Adopted 04/2009 | P-12 | 1.75: Updates language regarding student information systems to reflect that the system is now compatible with all districts' local data packages.
.705 and .720: Provides temporary flexibility for staffing certain courses in grades 5-8 that require a middle grades endorsement.
Pages 405- of 559: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue15.pdf
Title: 23 IAC 1.75, .705, .720
Source: www.cyberdriveillinois.com
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| LA | Adopted 03/2009 | P-12 | Amends rules relating to the Carnegie credit for middle school students.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2321
Source: http://doa.louisiana.gov/osr
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| MA | Signed into law 12/2008 | P-12 | Revives and continues the special commission on middle education in the Commonwealth.
http://www.mass.gov/legis/bills/house/185/ht04pdf/ht04800.pdf
Title: H.B. 4800
Source: http://www.mass.gov/
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| CA | Signed into law 09/2008 | P-12
Community College | Establishes the Early Commitment to College Program. Requires schools designated and not designated as a College Opportunity Zone to provide pupils in grades 6 to 9, inclusive, the opportunity to sign a pledge declaring a commitment to finish high school and prepare for, and enroll in, college. Requires participating districts to provide college information and preparation events for pupils. Relates to the Community College Board of Governor's fee waiver program. Chapter 472
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 890
Source: http://www.assembly.ca.gov
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| LA | Signed into law 07/2008 | P-12 | Provides that before a student between the ages of 17 and 18 may drop out, the student and student's parent must attend an exit interview, in which the student and parent provide written acknowledgement that withdrawal from school will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed. During the exit interview, requires the student to be provided information supplied by the Louisiana Workforce Commission regarding available training and employment opportunity programs, provided such information is available.
Creates the state High School Dropout Prevention Act of 2008. Directs the state board to work with the school districts that have the lowest four-year cohort graduation rates. Directs the state board to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all schools. Directs the state board to develop specific methods of targeted intervention or identify appropriate existing methods for districts with a four-year cohort graduation rate below 70%. Provides that these intervention methods may include:
(a) Early intervention for students who are at risk of failing Algebra I or any 9th grade math class
(b) Alternative programs designed to reengage dropouts
(c) Increased availability of advanced placement courses
(d) Comprehensive coaching for middle school students who are below grade level in reading and math
(e) Teacher advisories such as the use of graduation coaches and other supports designed to specifically address the needs of youth most at risk of dropping out of school
(f) Strategies specifically designed to improve the high school graduation rate of students at highest risk for dropping out, including youth in the foster care system, pregnant and parenting youth, Limited English Proficient students, and students with special education needs
(g) Communicating with students and their parents or legal guardians about the availability of local after school programs and the academic enrichment and other activities the programs offered
(h) Opportunities for credit recovery
(i) Opportunities to participate in the Jobs for America's Graduates program.
Directs the state board to gather the following data to ensure that all programs are research-based and data-driven, and to use such data for continuous program improvement:
(a) Total number of high school suspensions and expulsions
(b) Total number of students enrolled in alternative schools
(c) Total number of students who have failed Algebra I or English I
(d) Total number of students who are repeating the ninth grade
(e) Total number of students required to repeat a ninth grade course.
Directs school districts failing to show a decline in their annual dropout rates to annually submit to the state board a written report that documents:
(a) The outcomes of the dropout prevention strategies to date at the school system level
(b) How the school system dropout prevention strategies and activities will be modified, based on the data.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=502007
Title: H.B. 1091
Source: www.legis.state.la.us
| |
| UT | Signed into law 03/2008 | P-12 | Defines "qualifying educational background." Beginning in fiscal year 2008-2009, provides an annual salary supplement of $4,100 for a full-time teacher and a partial salary supplement for a part-time teacher who teaches one or more courses of a secondary school level mathematics course, integrated science in grade 7 or 8, chemistry or physics, and who holds the appropriate endorsement for the assigned course, has a qualifying educational background, and is either a new employee or received a satisfactory rating or above on the teacher's most recent evaluation. Directs the Department of Human Resource Management to create an on-line application system for a teacher to apply to receive a salary supplement through the Teacher Salary Supplement Program, determine teacher eligibility and certify a list of eligible teachers and the amount of their salary supplement to the Division of Finance.
Creates the Teacher Salary Supplement Restricted Account within the Uniform School Fund. Provides that the account will be funded from legislative appropriations and must be used to to fund teacher salary supplements for school districts and charter schools.
Pages 28- of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Sections 19 and 20
Source: le.utah.gov
| |
| LA | Adopted 12/2007 | P-12 | Amends sections of Bulletin 741-Louisiana Handbook for School Administrators concerning the Carnegie Credit for Middle School Students. Provides students who are repeating the 8th grade because they have failed the mathematics and/or English language arts components of LEAP cannot take or receive Carnegie credit for any high school courses in a content area in which they scored Unsatisfactory on the eighth grade LEAP. Pages 2806-2807: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922094
Title: LAC 28:CXV.2321
Source: doa.louisiana.gov/osr
| |
| CA | Signed into law 09/2007 | P-12 | Amends law relating to the International Baccalaureate Program for high school and middle school pupils. Repeals provision regarding startup grants and an obsolete limitation on the amount of grants for middle school programs. Appropriates funds to the Superintendent of Public Instruction for the purpose of funding all eligible schools that offer an International Baccalaureate Program. Assigns funding priority if funds are insufficient to fully fund all authorized grants. Chapter 220.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 556
Source: http://www.assembly.ca.gov
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| NY | Adopted 08/2007 | P-12 | Establishes criteria for the award of grants for the Excelsior Scholars program for grade 7 math and science students. Establishes criteria for the award of grants for summer institutes for mathematics and science teachers in grades 5-8. Effective November 15, 2007.
Pages 21-24 of 48: http://www.dos.state.ny.us/info/register/2007/aug15/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.14 and 100.15
Source: www.dos.state.ny.us
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| NC | Signed into law 07/2007 | P-12 | The purpose of the ROPE Scholars Pilot Program is to strengthen middle grades education in order to provide students with the opportunity to graduate from high school with the core academic skills needed for postsecondary education and high-skilled employment, and thereby to reduce the high school dropout rate, increase high school and college graduation rates and decrease the need for remediation in institutions of higher education.
It is the intent of the ROPE Scholars Program to:
-Reduce class size to one teacher to every 17 students
-Provide annual salary increments of up to $5,000 per year to teachers certified in the fields of mathematics, science, or special education
-Provide a coordinator position at each participating school to assist in community and parental support
-Encourage students participating in the program, through agreements executed between the local school administrative unit and students and their parents or guardians, to:
(1) Maintain a 95% attendance rate each year; (2) Achieve a minimum of a "B" average; (3) Take the PSAT and the SAT or the ACT and achieve an adequate score, as determined by the state board; (4) Meet the standards for admission established by the board of governors of the University of North Carolina (5) Engage in community service work each month during the school year for the number of hours determined by the state board; and (6) Evidence good character by not engaging in unlawful conduct.
-Provide students who successfully participate in the program with college scholarships.
Directs the state board to develop a competitive process through which units may apply to participate in the pilot program. The number of participating units will be limited to three units in the 2008-09 fiscal year. The units will be selected from different geographical areas of the state and shall include at least one urban and one rural unit. The state board will develop a process to evaluate the effectiveness of the program, and is required to prepare a report for the legislative oversight committee that includes the cost of implementing the pilot program and indicates state laws, rules and policies that would preclude the implementation of the pilot.
http://www.ncga.state.nc.us/Sessions/2007/Bills/Senate/HTML/S1030v0.html
Title: S.B. 1030
Source: http://www.ncga.state.nc.us/
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| NV | Signed into law 06/2007 | P-12
Postsec. | Expands the annual reports of accountability information to include the rate of pupils who drop out of school in grades 6, 7 and 8. Requires the State Board to prescribe alternative criteria that a pupil may satisfy to receive a standard high school diploma if that pupil passes the mathematics and reading subject areas of the high school proficiency examination but has not passed the examination in its entirety after taking the examination at least three times before 12th grade. Provides that a pupil may be granted credit for a course without attending the course if he passes an examination, as prescribed by the State Board, demonstrating competency in the subject area of the course. Requires the board of trustees of each school district to adopt a policy for a pupil to be placed on academic probation and to earn credits required for high school while the pupil is completing the requirements for promotion to high school. Expands the age of compulsory school attendance to 18 years.
http://www.leg.state.nv.us/74th/Bills/SB/SB312_EN.pdf
Title: S.B. 312
Source: http://www.leg.state.nv.us
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| NY | Signed into law 04/2007 | P-12 | Adds section 3641-A to the education code. Directs the commissioner to establish an Excelsior Scholars program for grade 7 math and science students. Directs the commissioner to award competitive grants, within the amounts appropriated for this purpose, to public and independent colleges and universities to conduct summer programs providing advanced math and science coursework to students designated as Excelsior Scholars and, as funds permit, other high-performing students who have completed 7th grade.
Directs the commissioner to annually identify up to 3,000 high-performing 7th grade students in math and science from students nominated by each public school serving grade 7 students. Directs the commissioner to prescribe by regulation the maximum number of students that may be nominated by each school, which may vary based on the size of the school, and which must include equal numbers of male and female students. Provides that after review by the commissioner, qualified students will be certified to the governor for recognition as an Excelsior Scholar.
Directs the commissioner to conduct a competitive process under which financial grants are awarded each college and university approved to provide appropriate advanced coursework to Excelsior Scholars in the summer months, subject to the availability of funds.
Requires that the commissioner's regulations provide for coordination of the program with the seven centers for excellence in technology and the programs provided by such centers.
Adds section 3641-B to the education code. Directs the commissioner to establish a program of competitively awarded grants, within the amount appropriated for such purpose, to public and independent colleges and universities offering teacher education programs, in partnership with school districts, to conduct summer institutes for grades 5-8 math and science teachers, with priority given to teachers in schools identified as in need of improvement or in corrective action or restructuring status, schools under registration review (SURR) or schools requiring academic progress. Provides such summer institutes must be designed to advance participating math and science teachers' content knowledge and pedagogy and must, to the extent practicable, be aligned and integrated with programs offered to Excelsior Scholars. Provides teachers will be selected for participation by their building principal.
http://assembly.state.ny.us/leg/?bn=s2107
Title: S.B. 2107 - Part B, Section 39
Source: assembly.state.ny.us
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| IL | Adopted 09/2006 | P-12 | New section (p 243 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) institutes a requirement that districts electronically report information used in determining whether teachers can be considered "highly qualified"
for their assignments in the core academic subject areas.
New section 1.242 (p 244 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) conveys the due process requirements that are applicable when districts elect to deny enrollment to high school students for failure to maintain academic or attendance standards, as permitted by Public Act 93-803.
Sections 1.420 and 1.430 (pp 244-254 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) have been updated to acknowledge that, under Public Act 94-198, physical education is not required daily in cases of block scheduling.
Language has been inserted into Section 1.720 (pp 254-258 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) to clarify the long-standing policy that the "major field of teaching assignment" is the one in which a (middle-grades) teacher spends
the most time and is thus the field in which the teacher is generally required to have 18 semester hours of credit.
Title: 23 IAC 1.77, .242, .420, .430, .720
Source: www.cyberdriveillinois.com
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| NC | Signed into law 07/2006 | P-12 | Directs the state board of education to report on the role school counselors play in providing dropout prevention and intervention services to students in middle and high school and on the state board's implementation of its policy regarding school counselors. Provides for an analysis of the source of funds for the counselors.
http://www.ncleg.net/Sessions/2005/Bills/Senate/HTML/S571v3.html
Title: S.B. 571
Source: http://www.ncleg.net/
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| VA | Rule Adoption 07/2006 | P-12 | Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc
Title: 8 VAC 20-131-10 thru -320 non seq.
Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336)
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| HI | Signed into law 07/2006 | P-12 | Appropriates funds to extend adolescent school-based substance abuse treatment programs to all middle and intermediate schools, with priority given to schools with the greatest need. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb2505_cd1_.htm
Title: S.B. 2505
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12 | Beginning with students entering grade 6 in the 2006-2007 school year, promotion from a school composed of middle grades 6, 7, and 8 requires that: (a) The student must successfully complete academic courses as follows: 1.. Three middle school or higher courses in English. 2. Three middle school or higher courses in mathematics. Each middle school must offer at least one high-school-level mathematics course for which students may earn high school credit. 3. Three middle school or higher courses in social studies, one semester of which must include the study of state and federal government and civics education. 4. Three middle school or higher courses in science. 5. One course in career and education planning to be completed in 7th or 8th grade. The course must include career exploration using CHOICES for the 21st Century or a comparable cost-effective program; must include educational planning using the online student advising system known as Florida Academic Counseling and Tracking for Students; and shall result in the completion of a personalized academic and career plan.
Each school must hold meetings to inform parents about the course curriculum and activities. Each student shall complete an electronic personal education plan. By January 1, 2007, the Department of Education will develop course frameworks and professional development materials for the career exploration and education planning course.
The Commissioner of Education will collect longitudinal high school course enrollment data by student ethnicity in order to analyze course-taking patterns. For each year in which a student scores at Level l on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered will be determined by diagnosis of reading needs. For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year, which may be integrated into the
student's required mathematics course.
Students in grade 6, grade 7, or grade 8 who are not enrolled in schools with a middle grades configuration are subject to the promotion requirements of this section.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 21)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 | The legislation shifts career and postsecondary planning from 9th grade to beginning in middle school. It is the intent of the Legislature that students and parents set early achievement and career goals for the student's post-high-school experience during the middle grades. Students entering the 9th grade and their parents must have developed during the middle grades a 4- to 5-year academic and career plan. Four or more destinations should be considered available with bridges between destinations to enable students to shift academic and career priorities and destinations should they choose to change goals.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 37)
Source: Florida Legislature
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| KY | Adopted 02/2006 | P-12 | Requires districts to implement an advising and guidance process throughout the middle and high schools to provide support for the development and implementation of each student's Individual Learning Plan.
Requires districts to evaluate the effectiveness and results of the Individual Learning Plan process and for the evaluation process to include input from students, parents and school staff. Requires part of the evaluation criteria to include indicators related to student status 12 months after the date of high school graduation.
Requires feeder middle schools and high schools to work together to ensure that every student and parent receives information and advising on the relationship between education and career opportunities. Requires advising and guidance to include information about financial planning for postsecondary education.
Requires schools to maintain every student's Individual Learning Plan, which must be readily available to the student and parent and reviewed/approved by the student, parents and school officials at least annually.
Mandates that, beginning when a student is in grade 8, the Individual Learning Plan establish learning goals for the student based on academic and career interests and identify required academic courses, electives and extracurricular opportunities aligned to the student's postsecondary goals. Requires the school to use information about student needs for academic and elective courses from students' Individual Learning Plans to plan academic and elective offerings.
Effective with the Class of 2013 (6th graders in 2006-2007 school year), requires development of each student's Individual Learning Plan to begin by the end of student's 6th grade year, and to be focused on career exploration and related postsecondary education and training needs.
http://www.lrc.ky.gov/kar/704/003/305reg.htm
Title: 704 KAR 3:305 (section 3)
Source: www.lrc.ky.gov
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| NY | Emergency Rule Adoption 05/2005 | P-12 | Amends regulations to implement Regents policy statement on middle-level education. Districts with low-performing schools will be allowed to propose a program that strengthens core academic subjects and effective academic intervention services, and provides all students with exploratory subjects that address the learning standards, are of high interest to students, and further reinforce core academic learning. NEW YORK REG 17569 (SN)
http://www.dos.state.ny.us/info/register/2005/june8/pdfs/rules.pdf
Title: Title 8 NYCRR 100.3, .4, 80-5.12
Source: StateNet
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| FL | Emergency Rule Adoption 04/2005 | P-12 | Establishes emergency rules regarding course requirements. Establishes basic and adult secondary programs for 2005.
Course Requirements - Grades 6-12 Basic and Adult Secondary Programs – 2005. This emergency rule was adopted to amend the present course descriptions in Rule 6A-1.09412, FAC., for intensive reading courses in middle and high school grades to include suggested time allocations and instructional activities, as well as alignment to instruction grounded in scientifically based-reading research. Rule 6A-1.09412, FAC., Course Requirements - Grades 6 -12 Basic and Adult Secondary Programs, will be amended through the rulemaking process and presented to the State Board for final approval to include the intensive reading course descriptions
Title: FAC 6AER05-1
Source: StateNet
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| KY | Signed into law 03/2005 | P-12 | Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund.
Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies.
Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics.
Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education.
Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 1, 2006.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Sections 5 and 6)
Source: lrc.ky.gov
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| DE | Rule Adoption 01/2005 | P-12 | Amends regulation relating to the certification of a science teacher of middle level by removing the requirements for earth science and physical science from this regulation, as middle school science is taught as an integrated science. Aligns the requirements for a Standard Certificate with the Delaware content standards in Science.
Title: 14 DAC 1542
Source: StateNet
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| GA | Adopted 07/2004 | P-12 | Clarifies rules to comply with new legislation to provide that a school may reduce the required five hours of academic time to four and one-half hours if the school has met Adequate Yearly Progress. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.05.pdf
Title: GAC 160-4-2-.05
Source: Georgia State Web site
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| RI | Became law without GOVERNOR'S signature. 07/2004 | P-12 | Would require school committees in every city and town to initiate policies to improve the educational performance of its middle schools.
Title: H.B. 7154
Source: Rhode Island Legislative Web Site
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| DE | Rule Adoption 05/2004 | P-12 | Amends regulation relating to the requirements for a standard certificate for a middle level teacher. Changes grade span from 5-8 to 6-8. Aligns with the No Child Left Behind Act. http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf
Title: 14 DAC 1557
Source: Delaware State Web site
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| FL | To governor 05/2004 | P-12 | Creates the "Middle School Reform Act;" provides definitions; prescribes program criteria and content; provides a timeline for implementation; requires an academic performance study of middle grade students and schools with recommendations for increase in performance; requires school improvement plan to include rigorous reading requirement; provides for individual student plans; provides for additions to academic improvement plans; adds criteria to the assessment process for instructional personnel; requires DOE to conduct study on physical education in public schools; requires school districts to implement mandatory physical education under certain circumstances.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0354er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 354
Source: Florida Legislative Web site
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| LA | Adopted 04/2004 | P-12 | Adopts rules to specify the exam and passing score(s) for the following certification areas: Business Education; Middle School Science; and Middle School Social Studies for the standards for certification of school personnel.
Title: LAC 28:I.903
Source: StateNet
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| NC | Signed into law 09/2002 | P-12
Community College | Directs the state board to improve the state's tracking of dropout data; encourages the concurrent enrollment of state technical high schools, career centers, and community colleges; directs the Joint Legislative Education Oversight Committee to study the correlation between the compulsory attendance age and dropout rates, and the fiscal and instructional accountability of local school administrative units; relates to teacher renewal credits. Encourages local boards to adopt policies that require superintendents to assign to the core academic course, in 7th through 9th grades, teachers who have at least four years' teaching experience and who have received within the last three years an overall rating on a formal evaluation that is at least above standard. http://www.ncga.state.nc.us/html2001/bills/AllVersions/Senate/S1275vr.html
Title: S.B. 1275
Source: http://www.ncga.state.nc.us
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| MD | Signed into law 07/2002 | P-12 | Requires that the department and Professional Standards in Teaching Education Board develop a certificate for middle school teachers. http://mlis.state.md.us/2002rs/bills/hb/hb0661e.rtf
Title: H.B. 661
Source: mlis.state.md.us
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| CT | Signed into law 06/2002 | P-12 | Allows the Board of Governors of Higher Education to establish and administer within the general fund a GEAR Up for Connecticut futures account. State treasurer may invest any moneys in the account not needed for current disbursement for scholarships, with interest from investments credited to the account.
Title: H.B. 5498
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2002 | P-12 | Allows sixth grade mathematics teachers to obtain middle level endorsement by successfully completing a professional development institute in middle level mathematics. Such teacher shall be eligible to participate in a professional development institute in middle level mathematics developed and administered by the Oklahoma Commission for Teacher Preparation one time free of charge.certain institute; allows participation in institute one time free of charge; directs the state board and the Oklahoma Commission for Teacher Preparation to conduct a joint study relating to school psychologists and speech pathologists; states purpose of study; requires a report.
Title: H.B. 2625
Source: http://www2.lsb.state.ok.us/2001-02HB/hb2625_enr.rtf
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| MD | Signed into law 05/2002 | P-12 | Establishes sales and use tax on telecommunications service in Prince George's County. Net proceeds from the revenue must be used only as supplemental funds for the operation of the Prince George's County School System. The board must consider using such funds for the provision of a program for at-risk or low-performing students in grades 6-12 that meets specified criteria; and a Spanish language immersion program for at least 450 pupils in grades K-5. http://mlis.state.md.us/2002rs/bills/hb/hb0949e.rtf
Title: H.B. 949
Source: mlis.state.md.us
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| KY | Signed into law 05/2001 | P-12 | Retains priority for funding to improve middle school mathematics teachers' content knowledge; permits the Department of Education to approve funding for other content areas during 2000-2002 for middle school teachers if all funds are not needed for the first priority; provides that funds in the Teachers' Professional Growth Fund do not lapse at the end of each year.
Title: H.B. 66
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 04/2001 | P-12 | Alters the state school library funds grant program of the School Accountability Funding and Excellence Program in order to make middle schools and high schools eligible for grants under the program.
Title: H.B. 434
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 04/2001 | P-12 | The term and definition of "middle school" will be added to the school classifications of the Public School Code. Otherwise, the code defines only elementary, junior high and high schools.
Title: S.B. 662
Source: New Mexico Legislative Web Site
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| KY | Signed into law 04/2000 | P-12 | Creates the Middle School Mathematics Professional Development Fund to provide moneys to teachers of middle school mathematics for tuition reimbursements and stipends for approved university and college courses, approved professional development programs and preparation for certification by the National Board of Professional Teaching Standards.
Title: S.B. 77
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 03/2000 | P-12 | The requirements for the middle school program stay exactly the same for the next school year, with 85 minutes of common planning time.
Beginning with the 2001-2002 school year, local boards of education shall schedule each middle school so as to give a minimum of 5 hours of instruction in language arts, mathematics, science, social studies, and other academic subjects as defined by the state board. There has to be a common planning time of between 55 and 85 minutes for the interdisciplinary team of academic teachers. The local board of education shall have the authority to schedule exploratory and physical education classes for the remainder of the school day. For students below grade level, any additional time shall be used for academic instruction. Until the accountability system is in place, any middle school with a combined total of 65% scoring good or very good in the previous school year on the first administration of the Eighth Grade Writing Test and at the 65th percentile or above on the Iowa Test of Basic Skills eighth grade composite score, the local board is only required to have 4 ˝ hours of academic instruction. After the implementation of the accountability system, for any middle school scoring and A or B on the absolute standard, the local board is only required to have 4 ˝ hours of academic instruction.
Title: H.B. 1187
Source: Georgia Department of Education
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